Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School
Mots-clés :
Academic achievement, Secondary education, Discriminant analysisRésumé
Plusieurs facteurs—concept de soi (CS), moi scolaire (MS) ou rendement scolaire (RS)—permettent de départager les élèves du groupe supérieur et les élèves du groupe inférieur. À l'aide d'une analyse fonctionnelle discriminante linéaire, deux échantillons distincts d'élèves du secondaire (N=929; N=968) ont été testés, les instruments de mesure de ces construits étant identiques. Le MS et le RS permettaient de départager assez bien le groupe supérieur et le groupe inférieur, le MS ayant toutefois le meilleur pouvoir de discrimination. En outre, les groupes supérieur et inférieur ne pouvaient pas être distingués en fonction du CS. Il faudrait donc distinguer entre le CS et le MS lorsqu'on mesure le CS des adolescents.
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